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In this paper, we entangle Latino/a youth activism with ritual culture in U.S. higher education. Specifically, we analyze ethnographically-generated data from Gildersleeve's (2015; 2016) study of Latino graduation ceremonies, emplacing our analyses within new materialist philosophy. We theorize the Latino graduation ceremony as assemblage (DeLanda, 2006) and produce new sensibilities about the significance of Latino/a youth activism in contemporary U.S. higher education. The purposes of this paper are two-fold. First, we hope to contribute to the knowledge-base around how Latino/a youth use/claim space in their efforts for social change. Second, we hope to contribute to the growing literature in education that draws from new materialist philosophy and develops new methods/analyses to help reveal youth experiences.

Purpose: This research uses the social science perspectives of institutions, ecological modernization and social movements to analyze the rationale used by the early-adopting universities of fossil fuel divestment in the USA. Design/methodology/approach: Through analysis of qualitative data from interviews with key actors at the universities that divested their endowments from fossil fuels, the paper examines how institutions navigate competing logics and frame their rationale. Findings: The results show that while many institutions relied on ecological values embedded in their missions to justify their decision to divest, many also continued to embrace an altered version of market logic. Research limitations/implications: This research is primarily limited by its small population size. If the number of adoptees increases in the future, quantitative analysis should look for statistically robust trends. Practical implications: The implications of this research are that we can expect more universities to commit to divesting from fossil fuels if their mission statements provide them with cultural material to rationalize the decision, but also expect them to couch the decision in continued goals and concerns for fiduciary responsibility and the subsequent growth of their endowment. Social implications: Social actors engaged in the fossil fuel divestment campaign may take this research and conclude that they need to build their arguments around the existing institutional logics and cultural identity. Originality/value: This paper contributes original primary data documenting how institutional actors confront dominant logics using both a mixture of internal cultural identity and the reframing of the legitimated market logics.

Purpose: The purpose of this paper is to share the content and early results from an interdisciplinary sustainability curriculum that integrates theory and practice (praxis). The curriculum links new topical courses concerning renewable energy, food, water, engineering and social change with specialized labs that enhance technological and social-institutional sustainability literacy and build team-based project collaboration skills. Design/methodology/approach: In responses to dynamic interest emerging from university students and society, scholars from Environmental Studies, Engineering, Sociology, Education and Politics Departments united to create this curriculum. New courses and labs were designed and pre-existing courses were "radically retrofitted" and more tightly integrated through co-instruction and content. The co-authors discuss the background and collaborative processes that led to the emergence of this curriculum and describe the pedagogy and results associated with the student projects. Findings: Interdisciplinary student teams developed innovative projects with both campus and community-based partners. However, the incentives for an integrated sustainability curriculum faced persistent obstacles including the balkanization of academic knowledge, university organizational structure, and the need for additional human and financial investments. The team is currently designing the second phase of this integration and expanding a social learning network through collaborations with five universities in the Americas and Europe. Originality/value: This paper shows the development process, design and content of an interdisciplinary sustainability curriculum that integrates engineering with the social and ecological sciences while enlivening campus-community relationships through student projects. Several replicable practices include the contents and integration of topical classes, the strategies to overcome the obstacles for developing interdisciplinary student teams engaged in problem-based learning and approaches to negotiate institutional hurdles. (Contains 1 table and 1 figure.)

In recent years, scholars have taken increased interest in the existential dimensions of human im/mobility largely to trace how growing numbers of persons across the globe are pressed to navigate increasingly restrictive mobility regimes. The focus on restrictive contexts has, however, deterred researchers from considering experiences of well-being in precarious conditions. This paper shows how a place-based approach to the study of im/mobility can address this gap by directing scholarly attention to supportive places that promote the well-being of various groups facing limited social conditions. Drawing upon phenomenological healthcare studies, I theorize existential well-being as a dialectic of dwelling-mobility, and study how an increasingly visible supportive place on college campuses in California—namely, the Undocumented Student Resource Center (USRC)—impacts the existential experiences of undocumented students involved in its operations. I theorize 'place' from a sociocultural psychological perspective, viewing USRCs as dynamic, psycho-social-material realities produced by USRC staff and students involved in distinct meaning-making practices. I then discuss research conducted with an USRC in Northern California to show how its distinct socio-material design and psychosocial practices contributed to the development of existential well-being in undocumented students. I conclude that a place-based approach to the study of existential im/mobility can shed light on well-being experiences that are not dependent on the eradication of restrictive mobility regimes and (as such) can contribute to social change. [ABSTRACT FROM AUTHOR]

This paper presents two clarifying cases of socially oriented student entrepreneurship. The findings illuminate an overlooked organizational space located at the intersection of the public good and academic capitalist knowledge/learning regimes (Slaughter & Rhoades, 2004) that provides students with the entrepreneurial agency to create social change. (Contains 1 figure.)

This paper presents a case for reading and writing social justice poetry in the childhood educational curriculum. Social justice poetry uses verse to protest unfair and unjust living conditions in society. An historical case study shows how social justice poetry was used to combat social injustice in the United States. Specifically, it shows how young Chinese immigrants protested their incarceration at the Angel Island detention center in San Francisco Bay during the early decades of the 20th century. This case study is used as a model for implementing social justice poetry in the childhood education curriculum. Guidelines are suggested for the creation of other topics in which social justice poetry can be used for the development of democratic citizenship. (Contains 4 tables.)

This article investigates California laws AB 537: The Student Safety and Violence Prevention Act of 2000, and the recently enacted AB 394: Safe Place to Learn Act. Both demand that gender identity and sexual orientation be added to the lexicon of anti-harassment protection in public education. However, despite these progressive measures, schools have an unconscious acceptance of heteronormativity and gendered norms, which undermines both the spirit and language of these laws. This paper examines how California schools can both change standard practices and realise the transformative social change that laws like AB 537 and AB 394 can instigate. I assert that the systemic implementation of these laws, through the adoption, enforcement and evaluation of existing AB 537 Task Force Recommendations, is necessary for their success. My second assertion is that AB 537 and AB 394 have the potential to change and reconstitute gender-based and heteronormative standards at school sites.

During the 1940s and 1950s the U.S. Communist Party upgraded and broadened its adult education schools, abandoning or ideologically modifying the militant pedagogical centres that had sprung up during the 1920s and 1930s in many American cities. In New York the transformation was complicated as two Party schools (the Workers School and the School for Democracy) merged with each other to create in 1943 the Thomas Jefferson School of Social Science. The California Labor School in San Francisco was the West Coast counterpart of the Jefferson School. The extent of this Communist pedagogical empire may be news to people, since no adequate scholarly investigation has been made of what, between 1923 and 1957, was possibly the largest system of adult education in America--until non-Communist colleges discovered the cash cow of continuing education. Having written general descriptions of both the Jefferson and California Labor School elsewhere, the author shall explore in this paper some of the political and pedagogical battles that "ended" the Communist educational system during the period called (using inaccurate but irreplaceable vocabulary) McCarthyism. (Contains 53 notes.)

By December 1968, the Anaheim Family Life and Sex Education (FLSE) program, celebrated since its formal introduction in 1965 as one of the most progressive in the nation, was being smeared as communistic and perverse. Local activists in this Orange County city had been congregating in hotel rooms and homes, screening cautionary films for the public, and barraging the local press and school board with letters establishing a link between FLSE and a communist plot to brainwash Anaheim's schoolchildren. Within a year and a half, this vocal opposition would "water down" FLSE until it was unrecognizable, take over the school board, and force the superintendent to resign. The opposition's success and the vitriol of its attack is particularly surprising because sex education had been taught in Anaheim since the 1940s, when preventing venereal disease was its primary aim. While a smaller controversy flared up in 1963 over a class watching a movie addressing masturbation, none of the opponents in this earlier battle portrayed the threat of sex education as anything more than impropriety; it certainly was not the harbinger of communist revolution that protestors in 1968 saw in FLSE. This essay places the sex education firestorm of 1968-1969 within a decade of social change and a precise local context. Looking both deeper within and more broadly beyond the schoolhouse highlights how local circumstances and national events combined to make the 1962-1963 controversy a heated, but rhetorically controlled, skirmish and the more infamous 1968-1969 battle explosive. The escalation of the Anaheim battle over FLSE offers a revealing local chronicle of this national, polarizing trajectory. It is in the context of the changed world of 1968, when a prosperous sun-drenched city built on family entertainment, staunch anticommunism, and racial homogeneity began to see the effects of a liberalized and sexualized culture on its newsstands, its thoroughfares, and worst of all, in its classrooms, in which one must understand the battle of Anaheim. (Contains 147 footnotes.)

American Indian women's autobiographies recount a specific type of life experience that has often been overlooked, one that is equally important in understanding the genre and to develop ways of reading these texts that balance the recovery and recognition of the Native voice and agency contained within them with the processes of creation and the contexts of production that shape them. In this essay, the author considers collaborative autobiographies by two American Indian women, those of Delfina Cuero, a Kumeyaay woman born in 1900 in an "Indian house under an old grove of trees" in Jamacha, near San Diego, California, and of Bonita Nunez, a Poyomkowish or Luiseno of the Rincon band, born twelve years earlier and some forty-eight miles to the north. Coming from often overlooked tribal groups, Cuero and Nunez's texts probe the complex relationship of law and American Indian identity in the twentieth century. As a nonreservation Kumeyaay woman displaced from her traditional lands in the San Diego area to Baja California, Mexico, Cuero was unable to prove her US origin to the satisfaction of immigration officials. Nunez was adopted at birth from what was to become the Rincon Reservation by a wealthy white woman, and was forever separated from her birth family and tribal community. Through historical and political circumstances beyond their control, both women become relegated to the margins of not only history, but also Indian community and Indian identity. The author contends that Cuero and Nunez use life-writing as a tool to interrogate and secure their legal and social identity as Indian women during an era of tremendous social change. The personal narratives of Delfina Cuero and Bonita Nunez are but two examples from a genre that is as diverse and as complex as Indian America. At the same time, these narratives disrupt the expectations that readers and critics have come to assume for American Indian autobiography. Their life experiences depart from the "traditional" story line, and the setting is not the Great Plains or Southwest, but southern California and Mexico. Furthermore, their stories are of daily subsistence and survival in the margins of both Indian and US history. At the same time, their life stories force to confront crucial issues of Indian legal and cultural identity, and their effect on individual lives. (Contains 95 notes.)

Using case files of the Whittier State School, California's leading reform school in the early twentieth century, this essay examines the possibilities of gleaning the historical agency of Mexican and Mexican American youth who found themselves confined to an institution that granted them little, if any, decision-making power. As scholars have shown, escapes and attempted escapes from such institutions provide evidence of agency, that is, of real and symbolic moments of resistance to authority. This study demonstrates that, despite the odds against them, youth of Mexican descent had the courage to run away and did so repeatedly, more often than their Euro-American and African American counterparts. Sometimes they formed multiracial and multiethnic groups to plan escapes, and occasionally they used violence. Although Whittier State School staff eventually foiled the plans of most escapees, a significant number of them managed to stay away indefinitely, enabling them to take control of their lives, at least in the short term. (Contains 7 figures and 27 notes.)

Community action and social change have roots in personal family narratives that connect members within the same household, between families and schools, and between families across national borders. In two northern California communities, the value of computer literacy lies in the personal narratives that unite these families to each other, mobilizing them to transform their social conditions. (Contains 1 note.)

Along with dramatic changes in California's racial and ethnic composition, the next 50 years will bring significant changes to family life, with profound implications for public education and civic involvement. A new third social institution is needed to encourage youth development when not at home or school, and to prepare children for life in a multicultural society. (Author/TD)

An Asian Pacific American professor, D. T. Nakanishi, describes his decision to fight the University of California Los Angeles' initial denial of tenure, including the legal and tactical considerations involved, his sense of generational duty, the case's importance for other Asian Americans, and the personal pain and suffering involved. (JB)

The notion of mutual aid, which Peter Kropotkin introduced in the 19th century, goes against the logic of competition as a natural condition, and instead shows how mutual aid is a more important factor to consider for the survival and flourishing of a group. The best cooperation strategies allow organisms to adapt to different types of changes in their environment—and we have witnessed a lot of these changes since the start of the COVID‐19 pandemic. This propensity towards cooperation is not a foreign concept, despite how it seems to be overshadowed by individualism in Western societies. These reflections then lead us to believe it is possible to apply the anarchist philosophical principle of mutual aid to our social organizations, rather than giving priority, again and again, to competition and professional hierarchies, especially in healthcare systems, and particularly in hospitals were the majority of nurses work. For us, anarchist philosophical precepts, including but not limited to mutual aid, can be the key to a more adequate functioning of healthcare institutions. Anarchism can help to imagine the first steps needed to take to gradually move away from ideologies that encourage competition, professional hierarchies, and illegitimate authority. In this paper, we will first explore some anarchist philosophical precepts before turning to mutual aid as it is currently conceptualised, then highlight several concrete ways it is visible in nursing, as well as ways it can be applied in hospitals, and healthcare systems. [ABSTRACT FROM AUTHOR]

Assesses Chicano-Anglo relations in Ontario, California, from 1937-1947, a transitional decade for Chicanos in "semi-rural" areas of American Southwest. Focuses on Chicanos' economic plight, their leadership and organization, civil rights and discrimination, legal issues, and political realities. Studies effect of World War II on Chicano community. (TES)

Briefly explores the impact on library services of Proposition 13 and similar measures and suggests that the consequent proposals to charge user fees may threaten the entire concept of the free public library. (Author)

Problems and potentials of planning in the University of California system are discussed, focusing on the changing context of planning, basic features of the planning system used, and the role of consultation with relevant interests, which is a key element in bridging gaps of opinion but also causes bottlenecks. (Author/MSE)

Discusses issues related to the underrepresentation of minority teachers in social studies education. Suggests that many minority college students choose occupations other than teaching. Recommends that secondary history teachers develop student involvement in history through historical research and controversial issues. (CFR)

Copyright of Revista Argentina de Historiografia Linguistica is the property of Revista Argentina de Historiografia Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The narrative discursively analyzed in this paper is taken from a larger study involving life history interviews with Latina/o immigrants in California. It exemplifies a type of narrative among these interviews in which tellers recount how they or their family members have broken with cultural expectations. In this story, the teller, a Nicaraguan woman, recounts how her uncle violated traditional values in her family by enlisting in the Sandinista army during wartime. Despite discursively distancing herself from this transgression, she ends by evaluating the transgressor and his recent accomplishments positively. Through an analysis of the appraisal strategies and interdiscursivity within this narrative, the paper contends that the narrators of such stories can go beyond managing deviations to dialogically position themselves among competing ‘social and historical voices’( Bakhtin 1981 ). Thus, the paper contends that transgression narratives represent the tellers’ efforts to come to terms with cultural changes in their communities. [ABSTRACT FROM AUTHOR]

Copyright of Technological Forecasting & Social Change is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Motives are situated vocabularies providing insight into the social context and identities of activists and volunteers. In this paper, we examine motives for participation in the AIDS movement. We focus on an understudied group of volunteers and activists ( N = 75) in the USA, Latino gay and bisexual men. Participants elaborated on 11 motives: values, helping others, reciprocity, understanding, personal development, career enhancement, community concern, social change, esteem enhancement, personal experience, and social networking. Across almost all categories of motives, activists spoke of working for, and meeting, other Latinos and other Latino gay and bisexual males, and about fighting what they consider oppressing forces. Motives were articulated within the context of a collective identity. Participants' descriptions highlight the process by which they create and reproduce identity and community through their involvement and as they articulate their motives. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Context: Many faculty members believe that students today differ from those in the past. This paper reviews the empirical evidence for generational changes among students and makes recommendations for classroom teaching based on these changes. Generational changes are rooted in shifts in culture and should be viewed as reflections of changes in society., Methods: This paper reviews findings from a number of studies, most of which rely on over-time meta-analyses of students' (primarily undergraduates') responses to psychological questionnaires measuring IQ, personality traits, attitudes, reading preferences and expectations. Others are time-lag studies of nationally representative samples of high school students., Results: Today's students (Generation Me) score higher on assertiveness, self-liking, narcissistic traits, high expectations, and some measures of stress, anxiety and poor mental health, and lower on self-reliance. Most of these changes are linear; thus the year in which someone was born is more relevant than a broad generational label. Moreover, these findings represent average changes and exceptions certainly occur., Discussion: These characteristics suggest that Generation Me would benefit from a more structured but also more interactive learning experience, and that the overconfidence of this group may need to be tempered. Faculty and staff should give very specific instructions and frequent feedback, and should explain the relevance of the material. Rules should be strictly followed to prevent entitled students from unfairly working the system. Generation Me students have high IQs, but little desire to read long texts. Instruction may need to be delivered in shorter segments and perhaps incorporate more material delivered in media such as videos and an interactive format. Given their heightened desire for leisure, today's students may grow into professionals who demand lighter work schedules, thereby creating conflict within the profession.

Social change to facilitate health care access for vulnerable populations sometimes involves model-driven innovative structures and innovative planning and implementation approaches. This paper described and analyzed the rationale, conceptual framework, program components, and implementation of the South Central Health Care Alliance (SCHCA) implemented in South Los Angeles from January 2002 to December 2004. The program development and implementation was guided by an integrated framework linking the Open Systems Theory, the Social Cognitive Theory, the Health Belief Model, and the Preventive Health Education and Medical Home Project. The performance of the SCHCA as a social system, partnership, and participatory implementation program is also presented. While the SCHCA was found to be a dynamic social system that responded well to contingencies, its performance as a partnership and participatory implementation program was wanting in many respects. [ABSTRACT FROM PUBLISHER]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)